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Elmstead Primary School

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In our aim to develop flourishing readers, we know that a structured approach to phonics is an efficient method to gain momentum in an important facet of reading development early and quickly. Therefore, our phonics scheme of work follows Little Wandle approved Collins Big Cat books.

As reading is a multifaceted skill, we ensure that teaching also focuses on fluency, motivation, comprehension, and enjoyment. We know, from half-termly assessments, that our phonics scheme of work gives our children the ability to recognise how letters translate into sounds at this vital stage of their reading journey. We know that from research that comprehension cannot begin until we can read at least 80 words per minute. Our phonics scheme of work focuses on developing phonic knowledge and increasing fluency of reading which will enable the reader to comprehend (understand) the text they are reading. This systematic way of teaching is beneficial to all of our children, and essential to some. Children have frequent exposure to new words which aids their automaticity of reading. This approach is embedded through daily phonics teaching, guided reading sessions, repeated reading and banded home reading books.


Structure of Phonics Sessions




Phonics sessions happen daily within EYFS and Year 1 and follow the same structure of revisit and review, teach, practise and apply. The revisit and review section focuses on revisiting sounds and words previously taught. We then introduce a new sound as well as a new tricky word where we will practise saying it as well as recognising it. The practise and apply sections are linked to the new sound that has been introduced within the teach section.  We orally blend words and read words within the practise section and then we focus on spelling, reading and writing sentences within the apply section. 


Group Reading Sessions  



Group reading sessions take place twice a week. The first reading session focuses on decoding the words and the second session focuses on reading with expression as well as comprehension. Once the children have completed their second reading session, they will then bring their book home to read. By the time they bring their book home, they should only need to stop and sound out about 5% of the words, the rest should be read fluently.


Useful Resources


 Phase 2, 3 and 5 Grapheme Mat